A mix-method investigation on acculturative stress among Pakistani students in China

Shan, Cao; Hussain, Mudassir; Sargani, Ghulam Raza

doi:10.1371/journal.pone.0240103

Cited by 14 publications

(18 citation statements)

References 27 publications

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“…In total, after excluding 4 duplications and 75 unqualified researches, 11 articles were identified [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 ]. Among them, two investigated the learning condition and mental situation of international students in China under COVID-19 [ 15 , 17 ].…”

Section: Resultsmentioning

confidence: 99%

International Students’ Mental Health Care in China: A Systematic Review

Liu

et al. 2021

Healthcare

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International students in China are facing difficulties while adapting their Chinese culture, and their life is influenced by the widespread of the Coronavirus Disease 2019 (COVID-19), and caring for their mental health is currently challenging. As a result, our aim is to explore the current mental health care of this minority in China and to provide useful suggestions for future research and institutes. We used the systematic review method, and it was conducted on 11 existing pieces of literature. Our results confirm the unsatisfying psychological situation of international students and the lack of research in this area. We focus on the causes and symptoms of mental problems and explore the effectiveness of methods.

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Section: Resultsmentioning

confidence: 99%

International Students’ Mental Health Care in China: A Systematic Review

Liu

et al. 2021

Healthcare

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“…There might be adequate literature related to anxiety factors. Still there is scarcity of many aspects based on foreign, second language CA and anxiety in Chinese context (Chen, 2019;Huang, Eslami, & Hu, 2010;Shan, Hussain, & Sargani, 2020;Wang & Ding, 2001b;Yan, 2003). A thorough investigation of the factors could potentially contribute in existing literature and would assist language instructors in general and Chinese teachers in particular in mitigating CA and anxiety in academic settings, consequently to improve speaking and communication in TL.…”

Section: Figurementioning

confidence: 99%

“…The term Communication apprehension and speaking anxiety have been used interchangeably in existing literature (Tanveer, 2007a). CA is considered to be prevalent at the macro level in China due to the number of factors i.e., lack of English communication practice and activities in class and less exposure to the foreign language out of class, interlocutors' use of L1 and many other psychological, the socio-cultural and the linguistic factors Shan, Hussain, & Sargani, 2020). According to research, Confucian countries like Japan, Korea and China are more anxious in speaking FLS/SL (Woodrow, 2006).…”

Section: Introductionmentioning

confidence: 99%

Perceived Psychological, Linguistic and Socio-Cultural Obstacles: An Investigation of English Communication Apprehension in EFL Learners

Malik¹,

Huang²,

Oteir³

2021

INT J INSTRUCTION

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Speaking and communicating in English language can be a traumatic experience for many Chinese EFL university learners in class and in public. In many situations, they prefer to remain silent and passive listeners. This study aims to detect linguistic, psychological, socio-cultural hindrances and lends a sympathetic ear to Chinese university EFL learners enrolled in a public sector university in Wuhan and sheds light on their perspective that cause apprehension in communicating English as a FL/SL. Horwitz's FLA, Krashen's input hypothesis, affective filter hypothesis, Tanveer's learners' perspective, Vygotsky's and Feuerstein's social constructivism have been used as theoretical frameworks. The present study employed a qualitative method for collecting data and directed content analysis was conducted with deductive and inductive approach. Focus group discussion and semi-structured interviews were conducted with eight Chinese EFL university students within an academic and social context. The respondents were from social sciences discipline and had enrolled in fall semester for attending one course of English oral communication skills in the department of FL. The results of the directed content analysis indicated that respondents experienced communication apprehension and anxiety due to their own self-related psychological, cognitive, linguistic, academic, social and cultural aspects. They felt anxiety due to personality traits, low language proficiency, perceived academic issues, scholastic competence, poor pronunciation, and above all lack of lexical knowledge in TL.

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“…Lack of confidence is also speaking anxiety inducing factor among students (McCroskey, 2015). Speaking anxiety may occur during Intercultural or interethnic communication or difference of cultures (Hussain & Shen, 2019a;Hussain & Shen, 2019b;Shan, Hussain, & Sargani, 2020). Few studies concluded that speech anxiety can be reduced with social interaction Noreen et al ( 2019), collaboration and discussion (Donato, 2004;Swain, Brooks, & Tocalli-Beller, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many features of a society are dependent on language from formation of social groups and practices to beliefs and traditions. However, in and psycholinguists is a feeling of unease, restlessness and apprehension experienced by SL/FL learners in speaking with others and it affects the cognitive process of thinking and focusing (Abbas et al 2020;Malik et al2020;Shan, Hussain, & Sargani, 2020).…”

Section: Introductionmentioning

confidence: 99%

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners

Malik

Qin

Oteir

et al. 2021

ALLS

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Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students’ own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors’ remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.

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A mix-method investigation on acculturative stress among Pakistani students in China

Cited by 14 publications

References 27 publications

International Students’ Mental Health Care in China: A Systematic Review

International Students’ Mental Health Care in China: A Systematic Review

Perceived Psychological, Linguistic and Socio-Cultural Obstacles: An Investigation of English Communication Apprehension in EFL Learners

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners

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